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Event: 2018 School of Education Research Poster Celebration Date: Friday, September 28, 2018 Time: 3:30-5:00 pm Location: School of Education Courtyard Presenter: Alissa Wolters Poster Title: "Meta-Analysis on the Relation Between Reading Prosody and Reading Comprehension" Poster Advisor: Young-Suk Kim Abstract Reading with expression, reading prosody, has been argued as important to reading comprehension. In this study, our goal was to examine the relation of reading prosody to reading comprehension and potential moderators (e.g., the reading proficiency of the reader, the method of measurement for reading prosody, and the language’s orthography). To this end, a meta-analysis was conducted by searching databases, identifying studies that met predetermined inclusion criteria, coding for correlations and potential moderators, and running statistical analysis for effect sizes. Based on the identified unique samples (n = 40), a moderate relation between reading prosody and reading comprehension was found, r = .54, and none of the moderators were significant. Findings may have implications for reading theories, instruction, and assessments.  Comments are closed.
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